Topic: 3.06 War at home
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Question
Topic: 3.06 War at home
03.06 Assignment
Now that you have learned about the impact of World War I on different groups of Americans at home, reflect on the treatment and impact on each group. Complete the chart using the information presented in the lesson. Be sure to respond in complete sentences.
How was this group treated by the U.S government during World War I? How was this group treated by other Americans during World War I? How did the group react to the way they were treated? How did World War I change the way of life for this group in the United States?
African Americans
German Americans
Jewish Americans
Asian Americans
Hispanic Americans
Women
Dissenters
Lesson
03.06: Objective
How Did a War Abroad Affect People at Home?
A poster shows Lady Liberty with a shield taking a sword from a figure labeled ‘labor.’ In the background is a war scene with burning buildings At the top of the poster is a quote from President Wilson, ‘I shall expect every man who is not a slacker to be at my side throughout this great enterprise.’ – Woodrow Wilson. Below the Lady Liberty figure is the text, ‘This plant is executing a contract for the United States Navy. As patriotic Americans, you can render a great service by doing your work promptly and doing it well. Remember: Your work is an important factor in this fight for freedom. On land and sea, our soldiers and sailors are depending on you to do your part in the winning of the war.’
Poster of Lady Liberty
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Imagine that you are at a home game for your favorite sports team. You’re sitting in the stands surrounded by hometown fans when a person wearing the opposing team’s jersey walks in. How might you feel when this person enters the stadium? Might you have negative feelings about the fan simply because he’s rooting for the other team?
When the United States joined the Allied war effort on April 6, 1917, the atmosphere in the United States was much like the one in the stadium described above. Divisions erupted between Americans who supported the war and those who opposed it. Immigrant groups who came from countries fighting on the opposition’s side of the war faced discrimination. In addition, African Americans continued to face discrimination despite their notable contributions to the American war effort.
On the labor front, new groups joined the workforce to support the country’s fight in what President Wilson called the “war to end wars.” The poster shows how workers were encouraged to contribute to the effort.
In this lesson, you will learn how Americans at home rose to the challenge while others were mistreated by those who questioned their loyalty or effort. You will use this to discuss the treatment and impact of the war on groups of Americans.
Sneak a peek at the assignment.
NOTE: Honors students have an additional assessment to complete.
Objective 03.06 War at Home
After completing this lesson, you will be able to:
analyze and explain how World War I impacted various groups on the home front
03.06 War at Home: Home Front Support
Did All Groups on the Home Front Support the War?
A black-and-white photograph shows several men signing up at a table in front of a downtown shop to serve in World War I. The table is wooden and covered with an American flag in front, pinned in the middle to keep it from touching the ground. Behind the table are army, naval, and cavalry officers. A female officer is directing the paperwork for the volunteers.
Men Enlisting
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As you have learned, in order to quickly mobilize for war, U.S. leaders passed a law requiring that all men between the ages of 21 and 30 register for the armed forces. These “draftees” joined those who enlisted to form a large but inexperienced fighting force.
While laws required men to register for the draft, not everyone complied. In fact, some Americans were uncertain whether they supported the war at all. In 1917, about one of every three Americans was either an immigrant or a child of an immigrant. About 10 million Americans traced their roots back to countries of the Central Powers. The largest immigrant group was German Americans. Another large immigrant group, Irish Americans, disliked Great Britain and did not support them in the war.
In order to make sure that all persons required to register did so, the government turned to private agencies. The Justice Department hired the American Protective League (APL) to find draft evaders, or “slackers” as they were called at that time. In 1917, “slacker raids” by APL detectives resulted in more than 50,000 people being arrested for draft evasion. However, most of the people arrested had simply forgotten to carry their draft registration cards. Nevertheless, the actions of the APL under government approval foreshadowed actions against immigrant groups, labor movements, and dissidents during the war.
German and Irish Americans were not the only ones who opposed the war. Other people, including pacifists and some religious officials, dissented against the majority of Americans who strongly supported the war effort, and spoke out about their displeasure with the war. The First Amendment to the United States Constitution guarantees the “Five Freedoms.” They are the freedoms of speech, press, religion, assembly, and right to petition the government. U.S. government actions during World War I made some people question whether those principles were being upheld.
A political cartoon shows a man with long hair and beard, suggestive of Jesus, wearing a prison uniform. The text says, ‘This man subjected himself to imprisonment and probably to being shot or hanged. The prisoner used language tending to discourage men from enlisting in the United States Army. It is proven and indeed admitted that among his incendiary statements were—Thou shalt not kill and Blessed are the peacemakers.’
Political Cartoon
about War Resisters
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Laws were passed that supported the government sending undercover federal agents to spy on Americans. Members of political parties, such as the Socialists, were watched closely. Radical labor unions were also monitored. Newspapers that published anti-war material could be prosecuted. Hundreds of people were arrested.
The government’s policies led citizens to take the law into their own hands. J. Edgar Hoover, who later led the Federal Bureau of Investigation, sought to deputize private citizens. Hoover supported the work of the American Protective League and the National Security League. By 1918, the APL claimed that it had more than 100,000 “detectives.” Citizens’ arrests and vigilante action were often overlooked. Those who spoke out against these government actions were told that the war made them necessary.
As some Americans watched for suspicious activity, the government used propaganda to build public support. George Creel’s patriotic advertising helped many citizens accept actions against immigrants and workers. The patriotic mood of the country outweighed the opposition to the war.
Did You Know?
The debate over First Amendment rights first became widespread during World War I. It has echoed down through the decades. In the 1960s, protests against the Vietnam War were widespread and divided the nation. In the 21st century, the debate over the invasion of Iraq and the treatment of dissenters has also been widespread.
Unless otherwise noted, © 2021 FLVS
Course Framework
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03.06 War at Home: Patriotism
How Was Patriotism Used in World War I?
A four-color poster shows Uncle Sam gesturing towards troops, ships, and planes around the Statue of Liberty. The text reads, ‘Shall we be more tender with our dollars than with the lives of our sons,’ W.G. McAdoo, Secretary of the Treasury.
Poster advertising
Liberty Bonds
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Going to war involved much more than simply increasing the size of the armed forces. The U.S. government had to pay for soldiers’ training, arms, ammunition, food, and other supplies. And the cost of transporting troops and arms to Europe was enormous. To raise money for the war, President Wilson and the U.S. Congress first turned to taxes.
Taxes were placed on the profits of large corporations. Income taxes on wealthy Americans were also increased. People paid higher taxes on alcohol, tobacco, and luxury items as well.
However, these taxes raised less than half of the money needed to pay for the war effort. To raise the additional money, the government appealed to the emotion it used to encourage men to enlist—patriotism.
This appeal focused on getting people to buy Liberty Bonds. A bond is a loan to the government. The bond’s purchaser is entitled to interest on the loan when the bond matures in a number of years. The government issued four rounds of bonds during the war.
Photograph of a man with a megaphone standing on a pedestal in front of an extremely large crowd.
Selling War Bonds
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At first, the patriotic appeal did little to encourage Americans to buy bonds. Some large investors bought bonds. Wealthier Americans bought them also. But average Americans across the country were not willing to invest money in a distant war.
To boost sales, the U.S. government began a campaign that used celebrities, posters, and rallies to get people to invest in the war. Silent movie stars appeared before large crowds to urge people to buy bonds. The well-known movie star Charlie Chaplin made a short feature called “The Bond” to encourage buyers. Boy Scouts and Girl Scouts sold them.
The government also used a relatively new invention to sell bonds—the airplane. In 1917, a group of Army pilots flew around the country and landed in open fields near towns. At that time, few Americans had seen airplanes, and pilots were held in awe. The pilots sold bonds at the airfield, offering rides to anyone who bought them.
A four-color poster shows a fearsome, charcoal gray German soldier with eerie green eyes crawling toward the viewer. He has bloody fingers and holds a blood-soaked bayonet. He appears to be crawling across waves that could represent the Atlantic Ocean. The text reads ‘Beat back the Hun with Liberty Bonds.’
Poster advertising
Liberty Bonds
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Like most sales campaigns, the bond drive used posters and other visual appeals. Many of these posters are familiar today. As the posters on the page show, the patriotic appeal had different approaches.
Some posters used images of Uncle Sam or Lady Liberty. The message was generally about helping “the boys” who were fighting “over there.”
Other posters had a darker message. They used frightening images of German soldiers as beasts and monsters. They used the derogatory term Huns, which became a term used for German immigrants. The message was one of fear and hatred.
As the war progressed, bond sales increased. By the end of the war, the U.S. government had raised more than $17 billion, over half of the money needed to fund the war. On average, each American had spent about $200, a relatively large sum at a time when the average yearly salary was about $1,300. However, some of the patriotic emotions that were unleashed were angry and violence.
Unless otherwise noted, © 2021 FLVS
Course Framework
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03.06 War at Home: Patriotism Too Far?
Did Patriotism Go Too Far?
A four-color poster shows a German soldier with a helmet that has a skull and crossbones on it. He is stepping from what appear to be ocean waters, with the bodies of dead children at his feet. He is holding a cutlass with a bloody blade in his right hand. The text reads, ‘Only the Navy can Stop This.’
Recruitment Poster
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At the beginning of World War I, the two largest immigration populations in the United States were German Americans and Irish Americans. Both of these groups wanted the United States to remain neutral in the war. Their lack of support for the war went against the strong tide of patriotism that was rising in the country.
Some Americans, especially nativists, also mistrusted other immigrant groups. Mexican Americans were suspected of being disloyal because of issues arising from the tension between the United States and Mexico. Asian Americans had long been targets of nativists as well. In fact, the huge wave of immigrants that had come into the United States had created resentment and mistrust in many areas of American society.
One of the most admired men in the United States, former president Theodore Roosevelt spoke out against groups who lived in the country but did not support the war. He publicly questioned their loyalty with statements such as, “Those hyphenated Americans who terrorize American politicians by threats of the foreign vote are engaged in treason to the American Republic.”
While suspicion trailed many so-called “hyphenated Americans,” the treatment of German Americans ranged from foolish to ferocious. Orchestras refused to play the works of German composers, such as Beethoven. Almost every element of American life that had a German connection was changed. German measles became “Liberty measles.” In St. Louis, Illinois, Berlin Avenue was renamed Pershing Avenue, after the American military leader. A St. Louis newspaper called on residents to “wipe out everything German in this city.”
Group portrait of a group of children standing in front of an anti-German signposted in the Edison Park community area of Chicago, Illinois. One of the children is pointing at the sign, which reads, DANGER!! To Pro-Germans, Loyal Americans Welcome to Edison Park.
Anti-German Sign
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Some of the actions against German Americans were much more serious. German American storeowners had their businesses vandalized. The owner of a store in the Midwest tossed all of his German-made goods into the street and set them on fire.
A Wisconsin farmer of German background, John Deml, was awakened in the middle of the night by pounding on his door. A group of men who called themselves “The Council of Defense” accused Deml of disloyalty because he had not purchased enough Liberty Bonds. They demanded that he buy $800 worth of bonds immediately. When Deml refused, the group dragged him outside and placed a rope around his neck. At the last minute, several men calmed down the group enough to spare Deml’s life.
Robert Prager, a son of German immigrants, was not as lucky. Residents of Collinsville, Illinois, lynched the 29-year-old German immigrant in April 1918. He was accused of disloyalty because of his membership in the Socialist party. The group of men charged with his death wore red, white, and blue ribbons to trial. They were found not guilty.
While mob violence did not become common, the persecution of those who were considered “un-American” was tolerated. And in the eagerness to gain public support for the war, the U.S. government sometimes ignored certain constitutional principles.
Unless otherwise noted, © 2021 FLVS
03.06 War at Home: Marginalized Populations and Women
How Did World War I Affect Marginalized Populations and Women at Home?
In general, American society during World War I was not accepting of marginalized populations. In the months before the war, Puerto Ricans had been given U.S. citizenship. They were now required to sign up for the draft. About 18,000 men were drafted into segregated units. Some were sent to Europe. Others were sent to guard the Panama Canal.
Many other Americans, most of them immigrants or children of immigrants, also faced discrimination during this period. Asian Americans had long faced discrimination. Japanese immigration was also limited. In spite of this treatment, Asian Americans, including Filipino Americans, enlisted to fight for their adopted country. After the war, Asian American soldiers were allowed to become naturalized citizens to reward them for their service.
Jewish Americans also frequently faced discrimination. The U.S. Jewish population had grown from about 50,000 in 1850 to about one million in 1900, due to immigration. By 1924, another 1.75 million Jewish people had immigrated to the United States. Nativists and racist organizations such as the Ku Klux Klan often expressed anti-Semitic views. However, Jewish citizens banded together to support the war effort. They formed numerous organizations to support the troops and raise money for war victims. Anti-Semitism continued to grow after the war.
Thousands of Native Americans served in the war effort abroad. Following the passage of federal law in 1919, Native Americans who had fought in the war and were honorably discharged could apply for citizenship. It wasn’t until the Snyder Act passed in 1924 that all Native Americans were considered U.S. citizens. Even then, some states denied Native Americans rights until the late 1940s.
Women also joined in the war effort. Not only did women serve overseas, but their roles on the home front also began to evolve. Before the war, women were relegated to the home. They primarily served as wives and mothers and worked in the domestic sphere, maintaining the home and caring for the children.
When the majority of male citizens were drafted into the war, the U.S. government welcomed women’s contributions. Drafted men left millions of jobs vacant on the home front. As a result, many women began to fill those jobs. Despite women’s efforts at home, they were still not permitted to vote. After the war, many women pointed to their wartime contributions as a reason for giving them the right to vote.
The timeline below describes events that affected women and other marginalized populations.
Text Version
Course Framework
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03.06 War at Home: Wartime Production and Workforce
How Did Wartime Production Affect the Workforce?
A black-and-white photo shows a young woman, perhaps in her early twenties, swinging an axe down toward a root or stump. She wears a long skirt and a blouse with sleeves rolled. Her hair is pulled back in a ponytail. In the background, two women plant a tree that could be used as a fence post.
Women doing manual labor.
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The increase in production for major industries meant greater profits for companies. Workers also earned more, but the cost of housing, food, and other supplies was high due to wartime rationing. In addition, they worked long hours to keep up with the fast pace of production.
The increased number of manufacturing jobs in the North changed the workforce—and with it American society. Some women began working at manual labor jobs, such as building railroads or working in factories. Others entered the workforce in more traditional jobs, such as teaching, nursing, or volunteering for the war effort. A newspaper in Seattle, Washington, commented on women in the workforce.
“There has been a sudden influx of women into such unusual occupations as bank clerks, ticket sellers, elevator operator, chauffeur, streetcar conductor, railroad trackwalker, section hand, locomotive wiper and oiler, locomotive dispatcher, block operator, draw bridge attendant, and employment in machine shops, steel mills, powder and ammunition factories, airplane works, bootblacking and farming.”
Women welding together parts of a seaplane during World War I.
African American women workers
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Hispanic Americans and African Americans were drawn to the new manufacturing jobs. These jobs had become available when white workers went to war. Hispanic Americans moved from the western United States east to cities such as Chicago for factory jobs.
African Americans had already begun migrating in large numbers from the southern United States to the North. As war approached, factory owners sent recruiters to the South to encourage African Americans to move North. More than 500,000 African Americans left the segregated South by 1920.
The population of Northern cities grew rapidly. This movement became known as the Great Migration. To explain this Great Migration, one African American wrote that African Americans were “compelled to go where there is better wages and sociable conditions, believe me…many places here in [Alabama] the only thing that a black man gets is a peck of a meal and from 3 to 4 lbs. of bacon per week, and he is treated as a slave.”
Despite some of the harsh treatment and rioting in the North as a result of the Great Migration, most African Americans agreed that life in the North was much better than life in the South.
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